There seems to be a real buzz developing about the release of the Raspberry Pi computer. This  QR code poster nwas developed by Jonas Butz, a high school student from Germany. But before I go on to look at what the Raspberry Pi is, lest explain why I think it is so important.

There has been a long debate in the UK on what kids should be taught about computers. fairly obviously the ‘old’ curriculum which all too often focused on the ability to use things like spreadsheets or worse still Powerpoint was inadequate and failed to interest many students.

I don’t think the latest government policy of introducing a GCSE (the single subject qualifications students take at around 16 years old) in computing science is really the answer (even with a focus on programming).

I am still worried about how we can move from the idea of digital literacies to critical literacies (although I guess this depend a little on how you define these terms.

And I increasingly feel we should be able to teach kids how not just to hack software and to have a critical understanding of the role of digital technologies in society but also to be able to hack the hardware itself. Steve Jobs always talked about Apple’s aim to be at the interface of engineering and the liberal arts. But in many ways Apple’s closed infrastructure and its obsession with locking down devices (to the extent of even using special screws which cannot be removed without Apple tools) has stopped young people being able to explore hardware and try out their own hardware solutions. Surely hacking hardware is the best way of learning engineering and at the same time thinking about what role technology might play in our societies.

So I am excited by the launch of the credit card sized Raspberry Pi computer which it seems is now shipping at a price of 25 dollars for model A and 35 dollars for model B. OK this is without a keyboard, mouse, monitor or case. But, in my experience, the first thing geek kids do is remove the case from their computer!

This video talks about the Fedora Linux release which is being recommended for the Raspberry Pi.

The ‘About us‘ section of the Raspberry Pi website is modest (take note Apple – and, for that matter, OLPC) in explaining their ambition:

We don’t claim to have all the answers. We don’t think that the Raspberry Pi is a fix to all of the world’s computing issues; we do believe that we can be a catalyst. We want to see cheap, accessible, programmable computers everywhere; we actively encourage other companies to clone what we’re doing. We want to break the paradigm where without spending hundreds of pounds on a PC, families can’t use the internet. We want owning a truly personal computer to be normal for children. We think that 2012 is going to be a very exciting year.

This is a critical issue. In this short nine minute video, Eli Pariser says “Your filter bubble is your own personal, unique universe of information that you live in online. What’s in your filter bubble depends on who you are, and it depends on what you do. But you don’t decide what gets in — and more importantly, you don’t see what gets edited out.”

This also applies to attempts to develop algorithm based systems for learning. We have to make sure that people are encouraged to challenging ideas, rather than just following the pathway of least resistance (which is yet another reason why I worry about simple taxonomy driven system).

Last Saturday, I visited the British Education Technology Exhibition at Olympia in London. I have never been to BETT before and was curious as to what it would be like.

I can’t say I was impressed and three hours left me with a headache and a marked aversion to interactive whiteboards.

I can’t really complain – BETT delivers what it promises on the label – an exhibition of educational technology. Perhaps naively, what I was looking for was something about the use of technology for learning and that I struggled to find.

There were lots and lots of stands showing the latest in shiny gadgets. Most were interactive whiteboards – a throwback I guess to the previous English government’s programme of funding a whiteboard for every classroom.

Being a bit of a nerd myself I like gadgets. But the few that impressed me were those NOT specifically designed for education. I liked HPs 3D printer (although it is not cheap).  And I loved the kit from animationsuupplies.net for stop motion photography and for developing plasticine modeling (shame the software they are using is PC only).

The Hepeel.net stand had the virtue of actually having some kids on it using computers for learning (a radical idea for BETT). And it seemed a little edupunky with print outs of how to use Google docs in education.

Despite all the hype form the ed-tech community about ‘mobile’, there was surprisingly little mobile on display. OK, there were stands showing off different handsets and a few tablets. But there has little on show that you would not find on any city high street.

Although most of the big companies had large glossy stands – including Google, Microsoft and Dell – Apple didn’t have an official stand. But there was a smallish stand sponsored by UK Apple reseller, AT Computers. And they lined up a rolling programme of demos / short workshops by teachers on how they were using the iPad for teaching and learning. These were pretty awesome. I especially liked the demo of how to use the GarageBand (one of my favourite programs) for teaching music. These presentations were full – every seat was taken.

And three seems to be a lesson in that. If you want to attract teachers and trainers to look at your product show how it can be used for teaching and training. But perhaps I am just being naïve again. Are trade shows like BETT aimed at teachers and trainers or are they really for the people with the money who buy the glossy toys for schools and colleges? And how much say do teachers and trainers have in what tech they end up with?

Postnote: Just when I was thinking I have done my duty and been to one of these trade shows I remembered that I had agreed to staff the Mature-Ip project stand at Learntec in Karlsruhe in ten days time. Have to start working on a survival strategy – any ideas welcome.

The fundamental model of school education is still a teacher talking to a group of pupils. It has barely changed over the centuries, even since Plato established the earliest “akademia” in a shady olive grove in ancient Athens.

A Victorian schoolteacher could enter a 21st century classroom and feel completely at home. Whiteboards may have eliminated chalk dust, chairs may have migrated from rows to groups, but a teacher still stands in front of the class, talking, testing and questioning.

But that model won’t be the same in twenty years’ time. It may well be extinct in ten.

Technology is already bringing about a profound transformation in education, in ways that we can see before our very eyes and in others that we haven’t even dreamt of yet.

Nothing too remarkable here, and any regular reader of this blog will recognise similar ideas spouted on these pages. What is remarkable is the person who said it – the unpopular Minster of Education for England, Michael Gove, in a speech at the opening of BETT, the UK education technology exhibition.

This was a long awaited speech, given that Give has said little about educational technology since the Con-Dem coalition government came to power. In a speech which seemed to go down well with the ed-tech community on twitter but was criticised by teachers union leaders, Gove went on to say:

• The present IT national curriculum for schools would be abolished leaving schools freedom to design their own curriculum. From September this year schools will be free to use the “amazing resources” that already exist and will exist on the web.
• Games and interactive software can help pupils acquire complicated skills
• He wants to see the introduction new courses of study in computer science
• We should “look at the school curriculum in a new way, and consider how new technological platforms can help to create new curriculum materials in a much creative and collaborative way than in the past
• Rather than concentrate on hardware procurement we should focus on improving initial teacher training and continual professional development for teachers in educational technology

Gove said three main things that technology can do for learning:

• Disseminate knowledge incredibly widely.
• Change the way teachers teach, with adaptive software personalising learning.
• Allow teachers to assess pupils in more complex and sophisticated ways.

Gove went on to talk about an open-source curriculum saying:

Advances in technology should also make us think about the broader school curriculum in a new way.

In an open-source world, why should we accept that a curriculum is a single, static document? A statement of priorities frozen in time; a blunt instrument landing with a thunk on teachers’ desks and updated only centrally and only infrequently?

It all seems a bit too good to be true. And of course a lot depends on how these chnages mucght be implemented and vitally what support and funding is avaiable to schools.

A website – schooltech..org.uk – has been launched to discuss the new proposals. Bernadette Brooks
General Manager of Naace and Seb Schmoller Chief Executive, Association for Learning Technology (ALT) explained the reasons for the consultation:

The effective use of technology has great potential to support better teaching and learning, but there are important questions arising from the opportunities presented by new technologies. For example: how teachers can best develop the right skills; how learning is organised and delivered; and how education can be agile in adapting to new technology developments. This is an important opportunity to discuss and understand the implications.

The site contains, initially, some “stimulus questions” suggested by DFE, which can be discussed by the posting of comments. During March Naace and ALT will work together to produce a report which we will share with DFE that draws on the discussion that we hope will now ensue.

We hope that parents, teachers, technology developers and practitioners, policy people, researchers, students, people from industry and any others with an interest in and experience of this field will join the conversation.

You can add your ideas on the conusltation web site. Or of course you can just add a comment here 🙂  I will be coming back to some of the issues raised by Give’s announcement in further blog posts over the next week.

FSCONS: YaCy Demo from Michael Christen on Vimeo.

OK….this is a techy video. But it is important. In an age when large software companies are increasingly controlling the internet, YaCy has been developed as a free search engine that anyone can use to build a search portal for their intranet or to help search the public internet. YaCy developers say:  “When contributing to the world-wide peer network, the scale of YaCy is limited only by the number of users in the world and can index billions of web pages. It is fully decentralized, all users of the search engine network are equal, the network does not store user search requests and it is not possible for anyone to censor the content of the shared index. We want to achieve freedom of information through a free, distributed web search which is powered by the world’s users.”

More and more of our data is being incorporated within Cloud services. Universities and other educational institutions are increasingly outsourcing services to cloud providers. But can we trust the cloud?

I am not convinced. Pontydysgu uses a number of different could services, most notably Google, Dropbox and Apple and there is no doubt that these services allow us a high degree of organisational flexibility and functionality for work in a distributed community. We do not pay for the Google or Apple services (although it could be argued that Apple services are paid through hardware) although we do pay for extended storage on dropbox.

I actually have (or rather had) four google accounts. My main account was tied to my mac (.me) email address. I additionally have a gmail account which I use as a backup email service. Somewhere down the way I created a Pontydysgu organisation account. And some time in the apst for soem reeason I couldn’t access anything so I set up yet another googlemail account (that was a mistake) …..although I instantly forgot I had got it.

But it was that account which caused me problems. Somehow that appears to havegot corss linked to my .mac account. If someone sent me access to a document on the .mac address google wa sautomatically changing that to my now dormant and throw-away gmail account. My Youtube account was beinga utomattcially linked in against it. And so on.

So idecided to simlify thigs. i would just erase the unwanted and unused account. That was easy. But at the same time it deletedmy main .mac account. How I have no idea. But everything was gone. I tried tehGoogel account recovery process but with little hope. The questions were impossible. I did not know teh eyar I had set up diffferent Google services let alone the month or day. And so it turned out – I had an auto email saying they were nable to restore my account beacuse they could not validate that I was who I said I was ands was tyeh owner fo the account.

OK – I gave in and setup the account again. Forthunately my amails were on anotheraccount. I lostmy feed readerbut it needed pruneing anyway. I lost access to about 200 docuemnts although once more only about eight or ten were in current use and I had backups of teh rest. Oh – and I lost access to 500 or so followers on Google plus.

None of this too much of a tragedy. But it has made me think agin about the cloud. If Google can screw up accounts then so can anyone else. And so whilst Cloud services can be very useful, i think I want to keep backups of my data on my computer for the moment.

The BBC broadcast ‘The dream machine’ on the history of computers in 1991. This scene is about Alan Turing, the “father” of the modern computer. During the Second World War he devised a number of techniques for breaking German telegraph codes. After the war Alan Turing worked at the National Physical Laboratory, where he created one of the first designs for a stored-program computer, the ACE. This series was first broadcast in 1991.

Like many of you I guess, I have been playing around with Google+ this weekend. And, unlike the clunky experience when Wave first came out, it is fun. Google seem to have got it more or less right in judging when to make a new app at least partly open to the world. Too soon, it doesn’t work and puts people off. Too late, not enough user feedback to be able to judge whether you are going in the right direction.

Google+ has four main ‘areas’. Like most social software interfaces it provides an activity stream but with the ability to switch between different ‘group’ views. These groups are set up through Circles which provides a visual interface to grouping your social network. the interface is pretty intuitive, although it looks far better on my large screen iMac than on my notebook. Working out how to group different contacts is another questions though. I guess I would like the ability to set up subcircles, so I could put all my project colleagues in a circle called projects, and then sub circles for each different project (although you can add people into as many circles as you like already.

Sparks is a little underwhelming, providing essentially access to saved searches, but with little functionality, for instance the features of advanced search, or the ability to add RSS feeds.

Hangout is cool, providing audio and video as well as text conferencing based on a circle or individual members of a circle. I have only tried it with one person so far and the interface and quality was stunning. Be interesting what it looks like with more people. It needs more functionality such as the ability to share files and to share urls and well as just Youtube video but i guess that will be added to in the next few days.

The interface is very clean free of all the usual Facebook clutter. And at the moment it is advert free, though I can’t see that surviving long term. At the moment it is rather sealed off but rumour says Google have develop a full API for + which will be rolled out at some point. Picasso is also built in with a free 7MB storage area for photos.

Perhaps most refreshing is that Google seem to have learned the lesson from Facebook about ownership and privacy. Content is owned by the user and you can get your content out of the application. That is vital for use in education.

And Google+ provides fine grained privacy with the ability to decide who you share with on an action by action basis.

The only thing I have struggled with is the Android App. The reviews say it is very good but I can’t persuade it to conect with my .mac account, rather than my gmail account, which I only use occasionally.

Who is it for? The press reviews tend to think Google is taking on Facebook directly. I am not so sure. Only last week I speculated that the real target for many new social networking apps is the enterprise market, previously the preserve of smaller social networking companies such as Yammer. And linked to Google docs and other cloud services (I assume there will be some levels of integration int he near future) Google+ looks a good contender. Whilst Facebook is a good market place for advertising and publicity, be it for enterprises or education, its shortcomings in terms of ownership and privacy really make it a non starter as far as serious social networking goes. Will people trust Google? I guess it largely depends how they behave. But so far they seem to have learned the lesson from previous less successful ventures into the social networking jungle, and are playing up the privacy aspects of +.

Next week Facebook are expected to hit back with a release of Skype for Facebook. But Skype is now owned by Microsoft and I can’t help thinking Google have timed this well in terms of offering a simple to use free service for video and audio conferencing. Certainly I am going to give it a go for project meetings. The world of social networking is certainly not dull at the moment!

I am ever more interested in how we can use technology for supporting young people (and not just young people) in making future careers choices. Talking to a focus group of young people last year, they  make use of the internet, particuarly using Google to search for details about possible future education choices, jobs and careers. I also asked them how far they explored the results of a Google search and not surpisingly they told me that they usually looked at the first three or four results. Try doing this yourself – type in your job of choice and see what comes up. All too often the results can be highly misleading.

Anyway we are working on new tools to asisst young people in choosing their future careers (more details to follow quite soon, I hope). And here is a conference paper, prepared by my colleague Sally Anne Barnes from the University of Warwick and describing the emprirical research we undertook on the use of technology in careers education in the UK (requires html5 compliant browser to view). Comments welcome – I would especially like to know what is happening in other countries than the UK.

The Potential Role of Technology in Careers Education in the UK

Lst week I was aksed to provide video conferencing services for a meeting of the board of the European Educational Research Association’s Vocational Education and Training Network (VETNET).

The long running network has members from some nine different countries, but very limited funding. Six people were able to make it to Bremen for the face to face meetiong, another six wanted to particpate remotely in the meeting.

We experimented with a video conferencing link up last year, using the free UK Open Univerisity Flash Meeting and providing a link from the face to face meeting through a Panaosnic camcorder. This year was harder as I have managed to lose the power lead for the Panasonic, not realising until it was too late to get a replacement.

So I ended up using my Blue Snowball USB microphone for audio, set to 360 degrees, and a Logitech webcam, taped to a light stand and a data projector for those participating face to face.

This was all looking good, except that the camera was picking up the light, and adjusting the lense so that paradoxically the room appeared underlit. A couple of hastily borrowed desk lamps solved that problem.

And the the whole set up worked fine. The key part of the technology was the microphone. With video conferencing you can get away with poor quality video, but clear audio is vital. Also, higher quality microphones allow reasonably loud speaker playback in the face to face part of the meeting, without the risk of feedback. Other than that, having two moderators for the meeting is useful, one to moderate the face to face part of the meeting and the other moderating the online participation. Of course one person can do both, but it soon becomes very tiring.

All of which goes to show that you do not need expensive video confercing suites to effectively communicate on a remote basis. Flash Meeting works very well, and with a good USB microphone (cost about 90 Euro) and a standard webcam you are away and running.